Erkenntnispraxis als umbildende Erfahrung – Goethes Begriff von Selbstbildung

Abstract

Based on Goethe’s notion of experiential, oppositional and transformative notion of self-formation, aisthesis is reconstructed in its significance from an educational philosophical perspective. Goethe’s notion of the cleft offers another perspective on the concept of difference. According to this approach, disruptive experiences of difference can bring about innovation for individually modelled identity in a holistic horizon on the basis of contingent experience. Goethe’s notion of self-formation offers us a discourse opportunity that provides arguments against deconstructive notions and functional educational approaches.